Programme Specification
Doctorate in Professional Educational, Child and Adolescent Psychology
(DEdPsy)
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Awarding Institution: University College London
Teaching Institutions: University College London Institute of Education
Accreditation: The Programme is accredited by the British Psychological
Society (BPS) and approved by the Health and Care Professions Council
(HCPC).
Name of Final Award: Doctorate of Professional Educational, Child and
Adolescent Psychology (DEdPsy)
Programme Title: Doctorate in Professional Educational, Child and
Adolescent Psychology (DEdPsy)
UCAS code: N/A
QAA subject benchmark or other external and internal reference points:
All teaching and assessment is at level 8, D Level.
Trainee Educational Psychologists
The degree is designed to provide initial professional training in applied
educational psychology and is aimed at psychology graduates with prior
experience of working with the 0-25 age range. Therefore, the programme
aims to develop the theoretical and practical knowledge, skills and expertise
necessary to fulfil the full range of professional activities described below. The
programme involves both formal university based academic learning and
placement activity. The programme is accredited by the BPS as an approved
training route into the profession of Educational Psychology. In July 2009 the
Health Professions Council, (now the ‘Health and Care Professions Council’),
became the official statutory regulator of practitioner psychologists and have
approved the programme as a training route for entry into the profession of
Educational Psychology. Trainees who have successfully completed this
programme are eligible to apply for registration with the HCPC for the title
‘Practitioner Psychologist’ and may apply for chartered status with the BPS.
Criteria for Admission
The specific requirements for admission to the programme include following,
all of which should be covered in a personal supporting statement:
Essential:
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Degree in Psychology or an equivalent conferring Graduate Basis for
Chartered Membership (GBC) with The British Psychological Society
(First degree Class I or ll)
Graduate Basis for Chartered Membership (GBC) granted by the British
Psychological Society.
Applicants must also be able to demonstrate that they have gained
relevant experience of working with children within educational, childcare
or community settings.
Disclosure at ‘enhanced level’ of a criminal record satisfactory for direct
work with children from the Disclosure and Barring Service (DBS).
Excellent work record including interpersonal skills evidenced through
employment / academic reference.
High standards of both written and spoken English, which must reflect
scores of at least 7 in the International English Language Testing
System.
In line with the University’s Fitness to Practice Policy, successful
applicants will be required to sign the Fitness to Practice Declaration and
disclose any significant issues pertaining to their health and subsequent
ability to complete the programme.
Desirable
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Evidence of keeping up-to-date with and using psychology in context.
Knowledge and understanding of the role of the Educational
Psychologist and their work and, where possible, experience of work
shadowing an EP.
Understanding of current issues within educational psychology, inclusion
and special educational needs.
Ability to reflect on own practice and experience.
Evidence of reading and thinking about applying psychology in
education.
Knowledge and awareness of equal opportunities issues in education.
Applicants whose first language is a language other than English will be
required to provide evidence of their English language proficiency.
The Institute of Education is committed to admitting and supporting
participants with disabilities and welcomes applications from them.
Disability and Wellbeing Support
Support is provided for students with a range of conditions which have a longterm and adverse effect on studying such as: • sensory (visual / hearing /
speech) impairments • mental health issues • mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders • chronic medical
conditions (e.g. diabetes, epilepsy, H.I.V.) • specific learning difficulties (e.g.
dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a
temporary mobility / dexterity impairment / other difficulty as a result of an
accident, injury, illness or surgery. Every person is treated as an individual,
and students are invited to contact the service as early as possible in order
that support can be tailored to meet individual needs. This applies to all
students – home, EU and international.
Educational Aims of the Programme:
The programme aims to:
1. Provide a coherent and integrated initial professional training in educational
psychology. The programme will provide graduates with the skills to apply
educational psychology within socially and culturally diverse communities and
in partnership with key role partners including children and young people, their
parents and carers and education, health and social services professionals.
2. Enable trainees to develop the professional knowledge, understandings, skills
and awareness to systematically review information and evidence to formulate
effective psychological assessments and interventions in response to client
needs at the levels of: individuals and their families, groups, classrooms,
schools, communities and local authorities.
3. Develop the knowledge, skills, ethical awareness and practical expertise to
conduct research that contributes to and extends the professional knowledge
base; using research to contribute to the evidence base of effective applied
educational psychology; contributing to high quality research activity within
local authority contexts.
Learning Outcomes:
1. Analysis and synthesis:
1.1 To conduct a literature review, synthesising and critically evaluating a
body of psychological knowledge and debate;
1.2 To apply knowledge and skills in the research process to develop and
plan research activities, incorporating effective analysis of data,
evaluation of outcome implications and dissemination of information;
1.3 To understand the process and value the contribution of collaborative
research in educational psychology;
1.4 To engage in collaborative discussion and negotiation to identify issues of
concern, or requiring exploration and illumination, and when appropriate,
develop a research project that evaluates the data, summarises and
critically evaluates an area relevant to applied educational psychology;
(project activity);
1.5 To make explicit the rational for research activity; having undertaken such
research to make explicit the value and substantial contribution it makes
to the professional knowledge base;
1.6 To synthesize an interactionist psychological perspective that
incorporates the use of diverse strands of psychology within a systemic
framework. This will include: organisational psychology, psychodynamic
models, behaviourist perspectives, humanistic perspectives, family
systemic models and ecological understandings used within the scientist
practitioner approach, when developing professional hypotheses and
formulations which aim to support the process of change;
1.7 To recognise and consider the relative influences of a complex range of
factors and processes: internal, external organisational and systemic that
affect the functioning of individuals, their families, groups and
organisations and consider these when formulating hypotheses;
1.8 To understand the role of the EP in multi disciplinary work contexts
through an appreciation of how different professional and theoretical
perspectives, including social, political influences, contribute to different
positions and perceptions;
1.9 To reflect on ones own practice and to recognise personal, internal and
external factors influencing judgements, behaviour and decision-making.
2. Knowledge and Understanding
2.1 To understand the role of research in the dynamic process of evolving
professional practice and to develop the knowledge base of applied
educational psychology
2.2 To demonstrate a critical understanding of a range of psychological
research, theories, models and paradigms and their relevance to applied
educational psychology at the level of individuals, families, groups and
organisations.
2.3 To understand and work effectively in the social, political and legal
contexts in which educational psychology is applied with particular
reference to the influences of legislative frameworks on practice and
service delivery.
2.4 To develop a critical understanding of the range of different paradigms and
approaches to assessment and intervention in applied educational
psychology, and the relevance and appropriateness of their use with
different client groups, with due consideration of cultural, linguistic and
experiential factors.
2.5 To have a critical and reflexive understanding of the practical implications
of applying ethical principles and the guidance of professional regulatory
bodies in practice (HCPC and BPS).
2.6 To utilize specialist knowledge of child, adolescent, adult and family
systemic psychology to understand and make sense of children’s thinking,
learning and behaviour, family dynamics, school / family dynamics and
school dynamics.
3. Practical skills
3.1 To critically evaluate models and approaches to psychological assessment
and intervention, in order to be informed when selecting techniques, and
able to ensure that the approach adopted is ethical, appropriate and
relevant to the client and the situation.
3.2 To employ and combine a range of qualitative and quantitative research
methodologies in order to complete an investigation relevant and
applicable to applied educational psychology.
3.3 To gather relevant observational, assessment and interview data on
individuals and groups of children to support an understanding of their
social, emotional and learning needs.
3.4 To employ core professional skills in the ‘plan-do-review cycle’ including
the process of adapting and adjusting interventions, evaluating work and
reviewing psychological interventions on the basis of the learners’ needs
and response.
3.5 To employ the scientist practitioner hypothesis testing approach to
problem solving.
3.6 To develop and apply systemic approaches to applied educational
psychology for example narrative, solution focused and appreciative
enquiry approaches.
3.7 To work effectively with a range of other role partners, respecting and
valuing difference, and being able to support a professional view where
different perspectives exist.
3.8 To utilize skills in using a variety of different psychological assessment
tools and approaches across different age ranges (0-25) and defend and
rationalize the choice made.
3.9 To operate the skills to generate and critique evidence based judgements
to inform decisions and planning.
3.10 To apply a range of professional and interpersonal skills to promote
effective communication with a range of clients and role partners.
3.11 To apply equal opportunities awareness recognising the potential for
stereotyping and prejudice in applied educational psychology with a range
of children and families from diverse social, ethnic, racial and linguistic
backgrounds.
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To work autonomously and as part of a team.
3.13 To effectively utilize appropriate interpersonal and communication skills
to deliver effective applied educational psychology; including counselling
and therapeutic skills. Applying effective communication and interpersonal
skills to support children in contributing their views to their assessment and
supporting adults in participating in their child’s assessment through a
partnership approach.
3.14 To demonstrate effective written and oral communication skills
appropriate to the audience.
3.15 To demonstrate the professional skills to interpret, report and
communicate findings of psychological assessments sensitively and
appropriately to role partners.
3.16 To apply the skills of psychological consultation, using frameworks
based upon solution focused ideas and problem solving approaches with:
organisations, schools, families, groups and individuals.
3.17 To identify training needs at the level of individuals and organisations
through negotiation and, then to develop and deliver materials appropriate
to the audience through a teaching style that meets the needs of the
learners.
3.18 To develop the skills to identify key features of the challenging work
contexts in which EPs work and the symbiotic relationship that exists
between organisational culture, context and ethos.
3.19 To develop and apply knowledge of the processes of thinking and
learning to explore the strategies developed by learners across different
learning contexts;
3.20 To develop awareness of the implications of strategic policy and its
impact on: planning, curriculum, teaching, learning and progress, e.g.
class size, streaming, setting and inclusion.
3.21 To understand how psychology can be applied to support the
processes of effective and enabling teaching in order to raise standards
and support the access and inclusion of those with leaning needs and
those vulnerable to social exclusion.
4. Transferable skills and personal qualities
4.1 To negotiate with a commissioner of research their needs and key issues
to be explored, then to negotiate and agree the research process, and
carry out a substantial research activity in partnership with role partners.
4.2 To use professional presentation skills to provide in-service training,
conference presentations, and to give evidence in formal settings.
4.3 To use effective, accessible and coherent writing skills in academic and
professional writing activity.
4.4 To manage time and tasks effectively.
4.5 To engage in critical self-awareness, self-care, personal and professional
reflection and be able to engage in professional supervision.
4.6 To employ advanced skills in ICT including qualitative and quantitative
data management systems.
4.7 To make a commitment to personal and professional growth through
continuing professional development planning;
4.8 To use consultation approaches with: organisations, other professionals,
schools, families, groups and individuals.
4.9 To apply the skills of active listening, negotiation and conflict management
Programme structures and Requirements
The programme is delivered through three years of full time study. The first
year contains a higher level of university based teaching to enable trainees to
reach the level of professional competence necessary for them to undertake
supervised professional activity on placement in a Local Authority / Children’s
Service in years 2 and 3.
The programme aims to support the synthesis of psychological theory into
applied educational psychology practice; this learning process is facilitated by
a range of educational and placement opportunities that are supported by
academic teaching at the University, and by local placements supervised by
university funded professional educational psychologist tutors in Year 1 and
Local Authority educational psychologists based in the placement context in
Years 2 and 3. Trainees must complete a minimum of 300 days on placement
over the three years of study. In Years 2 and 3 trainees complete 130 days on
placement each year, typically this will reflect three days a week in term time.
University attendance in year 2 and 3 is in blocks of time. There are three
blocks of four days each term in Year 2 and three blocks of three days each
term in Year 3. A nationally agreed partnership framework defines the range
of work required and experiences that are required for a trainee on placement.
It is essential to pass all components of the programme in order to qualify as
an Educational Psychologist. There are alternative qualifications for trainees
who for personal or academic reasons exit the programme at the end of the
first or second year; these are described in the programme regulations.
The curriculum is delivered through six modules that are described below. All
modules are taught and assessed at level 8.
DEdPsy Course Structure
DEdPsy
Year 1
Year 2
Year 3
Modules / Programme Components
and mode of assessment
T1 T2 T3 T1 Y2 T3 T1 T2 T3
1. The Profession of Ed. Psych. in
Context.
Assessed by 5,000 word assignment
2. The Effective Practitioner
Assessed by 5,000 word assignment
and viva
3. Research Methods 1
Assessed by 10,000 Research Report
4. Research Methods 2
Assessed by 10,000 upgrade report
and viva
5. Applying Psychology: Creative
Assessment, Interventions and
Solutions in Practice. Assessed by
25,000 Word Professional Portfolio,
Tutor Observations
6. Thesis
Assessed by viva 35,000 word thesis
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
The programme draws upon a wide range of teaching and learning methods
including: problem based learning activities, lectures, seminars, role-play,
group work, workshops, tutor observations and video interactive guidance
used for professional work activity, and supervision. Trainees have weekly
individual and group tutorials/ professional supervision with a professional EP
tutor throughout their studies.
The use of the adult learning model respects and values the wealth and
diversity of experiences that learners bring to the programme; the pedagogical
approach adopted supports the development and progression of key
professional skills throughout the training process. The use of problem based
learning approaches encourages both independent autonomous learning, and
group collaboration skills. The structure of the programme promotes
coherence by carefully coordinating formal academic learning and relevant
placement activities thus facilitating the direct application of theory and
practice. Professional placement learning is organised and reviewed by three
way meetings with the trainee, their university tutor and placement supervisor.
Professional learning is examined through tutor observations of trainees on
placement and written process analyses of complex casework that is
submitted in the professional portfolio.
Academic learning is assessed through essays, viva examinations,
participation in problem based learning scenarios, skills labs, and
engagement in lectures and seminars. All trainees receive support from their
professional tutor in preparing assignments and in developing their casework.
At the end of each year there is a formal process to review trainee progress,
identify any needs and plan for them, and to consider the trainee’s ability to
progress to the next year of training.
When undertaking research a professional EP and an Academic Research
supervisor support each trainee. Research skills are assessed each year, in
Year 1 through a report, in Year 2 through the thesis upgrade and finally in
Year 3 by the viva examination of the thesis.
There are weekly meetings with all trainees and University tutors in Year 1
and termly meetings with trainees and tutors in Years 2 and 3. These
meetings are to problem solve and help in the process of giving and receiving
guidance and feedback. Each cohort also has two group representatives who
regularly meet with the tutor team. In year 2 and 3 we also organise peer
support groups for professional discussion and peer consultation groups to
discuss the process of the thesis.
Information about assessment regulations
Participants must successfully complete all elements of the programme to
qualify as an educational psychologist. There are alternative qualifications for
trainees whom for personal or academic reasons exit the programme at the
end of the first or second year; these are described in the programme
regulations.
All coursework is assessed according to the grade-related criteria for the
programme level, available in the programme handbook.
All assignments are independently marked by two staff members, who meet
to discuss and reconcile the marks and comments for each individual.
Assignments are graded from A to D, with D being a failing grade. Participants
who fail an assignment may be re-assessed in that element of their
programme of study on one further occasion only, within the deadline
specified by the Programme Director.
An external examiner, who is a qualified educational psychologist, is
appointed by Senate and plays an important role in monitoring the quality of
the programme and evaluating the effectiveness of the teaching and support
provided for the trainee educational psychologists and the reliability of the
judgements made in assessing them.
Further details about assessment regulations can be found on the Student Life
web pages
Support for learning
The programme provides the following range of support for learning:
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In the term prior to the start of studies we hold a pre-programme
meeting to allow our new cohort to meet and for tutors to provide a preprogramme reading lists and to help the new cohort prepare for the first
placement tasks.
An induction day at the commencement of the programme informs
participants of the programme content, methods and expectations, and
introduces them to Student Support Services and the Academic Writing
Centre.
Programme and handbooks offer full guidance and advice on studying,
writing and submitting both assignments and dissertations or reports.
The programme director is available to advise all participants on
academic matters, and to refer them to the range of support services
available at IOE.
Formative feedback is provided on draft assignments to take forward to
the final submission.
Peer support and networking is facilitated in the group by the use of
virtual learning environment (VLE) and collaborative projects, including
regular cohort / tutor meetings, problem based learning activities and
group activities.
Access to the full range of welfare and union facilities is afforded to all
Institute students.
Participants are all inducted on the use of the library and information
services, and of the VLE operating system.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, and assessment
include:
 Theme, Module, Term Content and Placement evaluation by trainees;
 Regular meetings between trainees and tutors (Weekly in Year 1
termly in Years 2 and 3);
 Termly meetings of the Programme Committee including student
representation;
 Annual programme review prepared by programme team and
considered by Faculty learning and teaching committee;
 Periodic programme review and revalidation involving external panel
member;
 Annual monitoring by HCPC;
 Staff review and development;
 External Examiner Reports;
 Review of the programme from the SEEL consortium Executive
Committee and NCTL;
 Structured Professional Development for the tutor team;
 National trainee surveys.
Committees with responsibility for monitoring and evaluating quality and
standards:
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Programme Committee;
Programme Advisory Committee, including professional stakeholders;
Board of Examiners
Teaching and Quality Committee
Validation and Partnership Panels
Mechanisms for gaining participant feedback on the quality of teaching and
their learning experience
 Trainee’s termly evaluations;
 Trainee’s end of year programme evaluation;
 Trainee Representatives on programme committee.
Mode of Study
The DEdPsy is a three-year full time programme. It runs from September to
August. It is run in partnership with the five Universities that form the SEEL
Consortium (UCL, UEL, Tavistock Clinic (Essex University), Southampton)
and Principal Educational Psychologists from three government regions:
South East, East and London. The consortium is responsible for work force
planning and negotiating bursaries for trainees on placement within these
regions.
The first year contains a higher level of university based teaching to enable
trainees to reach the level of professional competence necessary for them to
undertake supervised professional activity on placement in a Local Authority /
Children’s Service in years 2 and 3, Trainees must complete a minimum of
300 days on placement over the three years of study. In Years 2 and 3
trainees complete 130 days on placement each year, typically this will reflect
three days a week in term time. University attendance in year 2 and 3 is in
blocks of time. There are three blocks of four days each term in Year 2 and
three blocks of three days each term in Year 3. A nationally agreed
partnership framework defines the range of work required and experiences
that are required for a trainee on placement. The remaining time is allocated
to independent study and work preparing for the thesis and other assessed
elements of the programme.
Language of Study
The Institute of Education teaches and assesses trainee educational
psychologists through the medium of English language. High levels of
competence in English language are a requirement of all applicants and the
programme regulations specify the minimum standards for applicants.
International and EU students are required to achieve scores of at least 7 in
reading, written and spoken English in the International English Language
Testing System. The scores required in the Test of English as a Foreign
Language (TOEFL) are: 650 in the paper-based test, or 280 in the
computerised test, or 114-115 in the internet-based test.
Indicators of quality and standards
The programme is approved by the HCPC and Accredited by the BPS and
leads to a professional qualification as an Educational Psychologist.
All work is examined at Level 8.
Relevant benchmark statements and other external and internal
reference points used to inform programme outcomes
The programme is approved by the HCPC and Accredited by the BPS.
On successful completion of the programme trainees will meet the HCPC
Standards of Proficiency and Standards of Education and Training required to
qualify as a practitioner Psychologist with the protected title Educational
Psychologist. Successful trainees will also be eligible to apply for Chartered
status with the BPS.
Successful applicants secure employment as Educational Psychologists.
Trainee EPs regularly present at the DECP BPS conference and have
published in peer reviewed journals.
The programme’s external examiners have consistently highlighted the high
standards of the trainees on the programme and compared the programme
favourably with EP training at other universities.
Date of completion/amendment of specification
October 2013
Please note: This specification provides a concise summary of the main
features of the programme and the learning outcomes that a typical student
might reasonably be expected to achieve and demonstrate if s/he takes full
advantage of the learning opportunities that are provided. More detailed
information can be found in the programme handbook.